Course Description
Open to: 7, 8, 9 One-Year Course
Prerequisite: None
Content: Students will continue to progress as musicians and consumers of music.
They will learn grade level appropriate music theory, vocabulary and be able
to sing as a group through sequenced learning activities preparing them for
successful participation in choir at the high school level and beyond. Students
will prepare and perform for school events, concerts and festivals, and will
be given the opportunity to perform in the district solo and ensemble festival.
Philosophy
The Music Department’s
philosophy is based on the belief that experiences
with music are fundamental to the education of children.
Music has a powerful ability to affect the hearts,
minds, and souls of our children. It gives students
the opportunity to gain self-esteem by learning new
skills and talents. It also gives students the sense
of satisfaction that comes from working with a group
to perform and create a piece of music with beauty
and unity. Recent brain research shows music can
tremendously boost the efficiency and performance
of the brain. Music is a powerful purveyor of culture,
both American and other world cultures. In today’s
increasingly global society, knowledge of other peoples
and cultures, as well as our own past, is a necessary
part of a good education.
Copyright
Resources
Junior High
Choral Resource References
Course Scope
| Unit 1 |
Music Language and Symbols |
Ongoing |
| Unit 2 |
Reading and Notating Music, Music
Literacy |
Ongoing |
| Unit 3 |
Rehearsal and Performance |
Ongoing |
| Unit 4 |
Music History |
Ongoing |
Assessment
Correlation acronyms key
Music Department web
site
- For specific Standard References please see: References
with the letter N denote a reference to the National
Standards. Those without the N are references
to the Idaho State
Standards.
- Download this curriculum and
standards documentation as a "Printer
Friendly" pdf file
- Curriculum date: 6/18/2007
- Level of Experience:
B) Basic – entry level. (Roughly corresponds to 7th grade.)
I) Intermediate – one to two years of choral experience. (Roughly corresponds
to 8th grade.)
A) Advanced – two or more years of choral experience. (Roughly corresponds
to 9th grade.)
|
Unit
1 |
Music Language and
Symbols |
Ongoing |
|
Instructional Objective
1026.01 Students will demonstrate understanding
of the names and functions of musical words
and symbols. |
Standard Reference
N-5: a, b, c, e
6-8.Mu.2.1.2
9-12.Mu.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize, define and notate the following symbols:
B) staff, double-bar, repeat sign, bass/F clef, treble/G clef, bar line,
measure, sharp, flat, natural, grand staff, system
I) first/second endings, da capo, dal segno, coda, al fine, piano brace,
choir bracket
A) tenor clef, double sharp, double flat |
Essential Elements for Choir: Essential Musicianship
(EM) |
TMA
TO |
|
02 |
Recognize, define and notate the following note
and rest values:
B) whole, half, quarter, eighth and sixteenth
I) dotted half, dotted quarter, dotted eighth,
tied notes
A) dotted whole, dotted sixteenth, triplet, |
EM
Master-works Press Sightreading series (MPS) |
TMA
TO |
|
03 |
Recognize, define and notate the following dynamic
symbols and terms:
B) pp, p, mp, mf, f, ff, crescendo, decrescendo, diminuendo
I) sforzando, fortepiano, subito
A) Apply markings of musical expression as they appear in the score during
sightreading |
EM
|
TMA
TO |
|
04 |
Recognize, define and notate the following articulations:
B) staccato, slur, legato, phrase mark, accent
I) heavy accent, caesura, marcato, tenuto, fermata, rubato
A) Apply markings of musical expression as they appear in the score during
sightreading |
EM |
TMA
TO |
|
05 |
Recognize, define and notate the following time
signatures/meters:
B) simple meters, 2/4, 3/4, 4/4 (common time) 2/2 (cut time)
I) compound meters, 3/8, 6/8, 9/8, 12/8.
A) mixed meters |
EM
MPS |
TMA
TO |
|
06 |
Recognize, define and notate the following tempo
terms:
B) tempo, a tempo, allegro, andante, moderato, adagio, accelerando, ritardando
I) vivace, presto, lento, largo, rallentando
A) maestoso, prestissimo, allegretto, grave |
EM |
TMA
TO |
|
07 |
Recognize, define and notate the following musical
terms:
B) a cappella, unison, perfect unison, octavo, score, SA (soprano/alto),
TB (tenor/bass)
I) tutti, soli, dolce, espressivo, sacred, secular, madrigal, motet,
SSA, SATB
A) mass, oratorio, opera, polyphonic, monophonic, homophonic, antiphonal |
EM |
TMA
TO |
|
Back to Top |
|
Unit
2 |
Reading and Notating
Music, Music Literacy |
Ongoing |
|
Instructional Objective
1026.02Students will be able to demonstrate
understanding of the reading and notating of
music. |
Standard Reference
N-4: a 5: a, b, c, d, e 6: b
6-8.Mu.3.1.2, Mu.3.1.3, Mu.3.2.1
9-12.Mu.3.1.3, Mu.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Name notes by pitch two ledger lines on either
side of the staff |
EM |
TMA |
|
02 |
Name scale degrees and solfege pitches for the
eight tones of the scale and show hand signs
A) add chromatic scale degrees and hand signs |
EM
MPS |
TMA
TO |
|
03 |
Identify and label the keys on a piano keyboard
A) Identify enharmonic pitches |
Teacher demonstration |
TMA
To |
|
04 |
B) Identify the major key signatures up to four
flats or four sharps
I) Identify all the major key signatures
A) Identify all the relative minor key signatures |
EM
MPS |
TMA
TO |
|
05 |
B) Identify visually and aurally the intervals
of unison, M3, P4, P5, P8
I) Identify visually and aurally the major and perfect intervals from
unison to the octave
A) Identify visually and aurally the minor intervals and Tritone |
EM
MPS |
TMA
TO |
|
06 |
Define the significance of the numbers in a
time signature |
EM
MPS |
TMA
TO |
|
07 |
Identify aurally whether the music is major
or minor |
EM
MPS |
TMA
TO |
|
08 |
Demonstrate an understanding of the ratios presented
in the rhythm tree |
EM
Teacher demonstration |
TMA
TO |
|
09 |
B) Write out simple rhythmic dictation for examples
in 4/4 and label with counting syllables
I) Write out rhythmic dictation for examples in 2/4, 3/4 and label with
counting syllables
A) Write out rhythmic dictation for examples in 6/8 and label with counting
syllables |
Teacher demonstration |
TMA
TO |
|
10 |
B) Clap, tap, play or sing counting patterns
in 4/4
I) Clap, tap, play or sing counting patterns in 2/4, 3/4
A) Clap, tap, play or sing counting patterns in 6/8
|
Teacher demonstration |
TMA
TO |
|
11 |
Identify the following parts of an octavo: title,
composer, arranger, publisher, copyright information,
voicing, accompaniment, key, meter, dynamics
and articulations |
Teacher demonstration |
TMA
TO |
|
12 |
Notate simple melodic dictation appropriate
to level of learning |
Teacher demonstration |
TMA
TO |
|
13 |
B) Demonstrate conducting in 2/4, 3/4 and 4/4
I) Demonstrate conducting of 6/8
A) Demonstrate preparatory beat and cut off |
Teacher demonstration
EM |
TO |
|
14 |
Recognize the role of form in music |
Selected repertoire |
TMA
TO |
|
15 |
Recognize the make-up and function of a chord |
EM
Teacher demonstration |
TMA
TO |
|
Instructional Objective
1026.03 Students will demonstrate the following
rehearsal and performance objectives. |
Standard Reference
N-1: a, b, c, d e 3: b 5: a, b c, d, e
9-12.Mu.3.1.2, Mu.3.2.2, Mu.3.2.3, Mu.3.3.3
6-8.Mu.3.2.3, Mu.3.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the correct singing posture in both
sitting and standing positions |
EM
Teacher demonstration
Concert performance |
TMA
TO |
|
02 |
Demonstrate the proper breathing for singing |
Teacher demonstration
Concert performance |
TMA
TO |
|
03 |
B) Correctly sing the vowels, consonants and
diphthongs used in the English language
I) Correctly sing the vowels and consonants used in Latin and Italian
A) Correctly sing the vowels and consonants of other languages (such
as German, French or Spanish) |
Teacher demonstration
Concert performance |
TMA
TO |
|
04 |
Demonstrate blending within the ensemble attending
to pitch, volume, and vowels |
Teacher demonstration
Concert performance |
TO |
|
05 |
B) Demonstrate sight-singing unison and two
part exercises in major keys
I) Demonstrate sight-singing in two and three-part exercises
A) Demonstrate sight-singing in three and four part exercises |
MPS
Selected repertoire |
TO |
|
06 |
Demonstrate singing with musicality as well
as technical accuracy creating an aesthetic experience
for the performer and the audience |
Selected repertoire
Concert performance |
TMA
TO |
|
07 |
Participate appropriately as a performer and
audience member in a concert situation, including
concert dress and behavior |
Concert performance |
TO |
|
08 |
Apply markings of musical expression as they
appear in the musical score |
Selected repertoire |
TMA
TO |
|
09 |
Evaluate musical performances by critiquing
basic music concepts |
Concert performance
Festival performance |
TMA
TO |
|
Instructional Objective
1026.04 Students will identify style, composers
and important musical characteristics from
the six major time periods of music history. |
Standard Reference
N-6: a, b 8: a, b 9: a, b, c
9-12.Mu.1.1.1, Mu.1.1.2, Mu.1.1.3, Mu.1.1.4, Mu.1.2.1, Mu.1.2.2
6-8.Mu.1.1.1, Mu.1.1.2, Mu.1.1.3, Mu.1.1.4, Mu.1.2.1, Mu.1.2.2
|
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
B) Identify the names and dates of the six major
time periods of music history: Medieval, Renaissance,
Baroque, Classical, Romantic, 20th Century
I) Identify one or more composers from each time period
A) Identify two or more important musical characteristics from each time
period |
An Illustrated History of Music for Young
Musicians
Accent on Composers |
TMA
TO |
|
02 |
Identify aural musical examples from each time
period |
Teacher demonstration |
TMA
TO |
|
03 |
Sing music from different cultures and historical
periods with correct stylistic characteristics |
Selected repertoire |
TMA
TO |
|
04 |
Identify important people and world events that
occurred during the musical time periods |
An Illustrated History of Music for Young
Musicians
|
TMA
TO |
Back to Top
|
|
|
|
|
Music curriculum e-mail contact:
|
|
